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E-grāmata: Mentoring Scientists and Engineers: The Essential Skills, Principles and Processes [Taylor & Francis e-book]

(Geological Survey of Northern Ireland)
  • Formāts: 156 pages, 5 Tables, black and white; 13 Line drawings, color; 1 Halftones, color; 14 Illustrations, color
  • Izdošanas datums: 30-Jul-2021
  • Izdevniecība: CRC Press
  • ISBN-13: 9781003154648
  • Taylor & Francis e-book
  • Cena: 151,19 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 215,98 €
  • Ietaupiet 30%
  • Formāts: 156 pages, 5 Tables, black and white; 13 Line drawings, color; 1 Halftones, color; 14 Illustrations, color
  • Izdošanas datums: 30-Jul-2021
  • Izdevniecība: CRC Press
  • ISBN-13: 9781003154648

Mentoring is very much more than simple one-to-one informal instruction, or what used to be called ‘coaching’. Modern mentoring techniques are modelled on those of executive coaching as well as expert academic tutoring. Mentoring is simple but not necessarily easy. An estimated 40% of all mentoring schemes fail through lack of mentor training and understanding. No great effort is required to study the literature but, for mentoring to be effective, adherence to basic principles and exercising specific skills is absolutely necessary. The book provides an introduction to what we mean by mentoring and its basic skills – skilful questioning, active listening, building trust, self-management and giving advice and feedback. It further covers mentoring principles, how to conduct mentoring sessions and a wide range of practical applications. The final chapter gives the outlines and principles for creating a basic mentoring scheme within an organisational context.

This book is written for those practitioners in science, technology, engineering and mathematics, the STEM fields, who have been pitched into the role of mentor without any prior training. Its objective is to alleviate anxiety, frustration and stress caused by not knowing exactly what is expected. In offering an introduction to mentoring it gives practical guidance as a quick and easy read.



This book is written for those practitioners in science, technology, engineering and mathematics, the STEM fields, who have been pitched into the role of mentor without any prior training. Its objective is to alleviate anxiety, frustration and stress caused by not knowing exactly what is expected.

Foreword ix
Acknowledgements xi
Author xiii
1 Introduction 1(12)
1.1 What this book is about
1(6)
1.2 Individual contributors of case histories
7(6)
Case History 1.1 A recently graduated geologist learns to think independently (JWA)
9(3)
Exercise 1.1 Preparation
12(1)
2 What is a mentor? 13(15)
2.1 Definition of mentoring
13(5)
Case History 2.1 Message from a role model - Tomorrow belongs to those who can hear it coming
16(9)
Timothy Brundle
2.2 Organisational leaders and managers
18(1)
2.3 Educational professionals and mentors
19(3)
2.4 Professional and executive coaches, counsellors and therapists
22(3)
2.5 When mentoring goes wrong
25(3)
Exercise 2.1 Reflect on your own mentors
27(1)
3 Essential mentoring skills 28(43)
3.1 Mentoring as an interpersonal communication skill
28(2)
3.2 Skillful questioning
30(5)
Exercise 3.1 Questions about questions
34(1)
3.3 Active listening
35(7)
Case History 3.1 A frustrated executive coach learns to listen (JWA)
41(1)
3.4 An ability to build trust
42(8)
Case History 3.2 A recent graduate looks uncomfortable (JWA)
44(4)
Case History 3.3 The curse of a poorly thought-out e-mail (JWA)
48(1)
Exercise 3.2 Establishing rapport in a mentoring session
49(1)
3.5 Self-management
50(9)
3.5.1 Interpersonal communication skill and self-awareness
50(2)
3.5.2 Emotional intelligence
52(1)
3.5.3 Non-verbal communication
53(1)
3.5.4 Using your intuition
54(1)
3.5.5 Non-directive mentoring
55(4)
Case History 3.4 Dealing with anger
57(3)
Ian M. Graham
3.6 Giving constructive advice and structured feedback
59(8)
3.6.1 Giving constructive advice
60(3)
Exercise 3.3 Good and bad advice
63(1)
3.6.2 Structured feedback
63(4)
Case History 3.5 You never said that before
65(1)
Ian Graham
Exercise 3.4 Role play giving structured feedback
65(2)
3.7 A broader view of mentoring skills
67(4)
Case History 3.6 What I have learnt as an academic supervisor
68(3)
Gus Hancock
4 Mentoring principles and process 71(24)
4.1 Mentoring principles
71(8)
4.1.1 Principle 1 The primary role of mentoring is to create awareness
71(1)
4.1.2 Principle 2 Mentoring is client-centred
72(1)
4.1.3 Principle 3 Self-responsibility
73(1)
4.1.4 Principle 4 Intrinsic motivation
74(1)
4.1.5 Principle 5 Ethical responsibility
75(4)
Case History 4.1 The ethics of innovation (and mentoring)
76(1)
Timothy Brundle
Exercise 4.1 How are mentoring principles applied in practice?
77(2)
4.2 A framework for the mentoring process
79(16)
4.2.1 Step 1 Connecting
80(1)
4.2.2 Step 2 Scoping
81(4)
Exercise 4.2 Suggestions for an initial scoping meeting
84(1)
4.2.3 Step 3 Mentoring sessions
85(6)
Exercise 4.3 Preparation for mentoring
86(5)
4.2.4 Step 4 Review and close
91(4)
Exercise 4.4 The GROW model in action
93(2)
5 Mentoring in practice 95(46)
5.1 Typical mentoring challenges
95(1)
5.2 Establishing the baseline
95(8)
5.2.1 Assessing knowledge level
96(2)
5.2.2 Assessing cognitive skill level
98(3)
5.2.3 Identifying a preferred learning style
101(2)
5.3 Technical mentoring and professional skill training
103(8)
Exercise 5.1 Using the GROW coaching model for technical mentoring
105(2)
5.3.1 The Socratic questioning technique
107(4)
Case History 5.1 Early career scientists turn theory into practice (JWA)
108(3)
5.4 Professional attitudes and motivational interviewing
111(9)
Case History 5.2 Follow your passion
113(1)
Timothy Brundle
Exercise 5.2 Professional attitudes
114(1)
5.4.1 Motivational interviewing and the cycle of change
115(5)
Case History 5.3 Fear and anxiety inhibit a mentee's career (JWA)
118(2)
5.5 Mentoring for professional qualifications and accreditation
120(6)
5.5.1 Stage 1 Preparation
121(3)
5.5.2 Stage 2 Application
124(1)
5.5.3 Stage 3 Validation
125(1)
5.5.4 Stage 4 The decision
126(1)
5.6 Mentoring for self-confidence
126(4)
5.6.1 Understanding what self-confidence really means
127(1)
5.6.2 Helping your mentee to build confidence
128(2)
5.7 Career transition mentoring
130(5)
5.7.1 Using the GROW model for career transition mentoring
133(2)
5.8 Intercultural mentoring
135(6)
Case History 5.4 A successful mentoring engagement in which a mentor is brought down to earth
139(3)
Gus Hancock
6 Mentor training and organisational mentoring schemes 141(9)
6.1 Mentor training and supervision
141(1)
6.2 An outline for an organisational mentoring scheme
142(8)
Exercise 6.1 Observed mentoring practice
148(2)
References 150(3)
Index 153
John Arthurs, as a Chartered Geologist, specialises in mentoring, executive coaching and training to support vocational professionals, mainly geoscientists working internationally in the mining, engineering and environmental industries. In a career spanning 53 years John has travelled widely, often living in remote places and meeting people of many different cultures. He has worked with mining prospecting and engineering companies, third level education and government geological surveys. Until official retirement in 2002, John was Director of the Geological Survey of Northern Ireland, the governments chief advisor on earth science policy. Since then he has been consulting in the United Kingdom, Ireland, Ghana, Burkina Faso, Guyana, Romania, Tanzania, Mozambique and Zambia.